A Study On The Correlation Between Metacognitive Strategies And English Reading Achievements Of Non-english Majors

With the increasing development of social communication,English becomes an indispensable tool of international exchange.Reading,which occupies 35% in CET4,including words comprehension,long passage reading and intensive reading,playing an important role in English learning.However,the majority of the students,especially those non-English majors,are very weak in reading and on various levels of reading.There are some reasons that can account for this.On the one hand,non-English majors have weak English foundation;On the other hand,they la ck the knowledge and awareness of using reading strategies.There are many scholars at home and abroad who bring metacognitive strategies into English reading so far,but most of them just focus on junior and senior high school,study of non-English majors needs further exploration.The study conducts a survey among sophomores who are non-English majors in two normal schools in Anhui province.The data of 231 questionnaires were collected from 4 classes in these two schools,216 ones are effective among the questionnaires.The questionnaire is adopted from Liu Huijun's research about metacognitive strategies used in reading comprehension,which is designed according to O'Malley and Chamot's categorization of metacognitive strategies.The paper uses SPSS18.0 to analyze the collected data to explore which metacognitive strategies are used among non-English majors in reading comprehension,trying to find the correlation between metacognitive strategies and English reading achievements.The main research subjects include:(1)Whether reading metacognitive strategies used in non-English majors have correlation with English reading achievements?(2)If so,which correlation they have?(3)Are there any meanings to college English teachers and non-English majors? The results of the statistical analysis are presented as follows:(1)Reading metacognitive strategies used in non-English majors have correlation with English reading achievements.(2)They have significant positive correlation with each other through the analysis of SPSS18.0.(3)The study suggests that English teachers of non-English majors should build understanding of metacognitive strategies and help students to use metacognitive strategies properly,meanwhile,the study also encourages students themselves to develop good consciousness of autonomous learning and strengthen the use of reading metacognitive strategies.